Processes, Tools, and Procedures Section 504 Coordinators Use toCreate and Provide Uniformity of Section 504 Requirements Across Their Districts
Date of Award
Doctor of Philosophy
Educational Leadership, Research and Technology
Dr. Sue Poppink
Dr. Louann Bierlein Palmer
Dr. Christie L. Nutkins
Section 504, Section 504 Coordinators, Rehabilitation Act of 1973, uniformity, education policy, district requirements
For public schools to receive federal funds, districts must develop and implement policies that assure a free and appropriate public education to all children including those with disabilities ages three through 21. This can be accomplished through special education or Section 504 policies and services. The purpose of this qualitative study was to describe and interpret the processes, tools, and procedures Section 504 Coordinators use to create and provide uniformity of Section 504 requirements across their districts. Specifically, I examined how coordinators ensured their schools (a) identified and located students, (b) made provisions for providing a free and appropriate public education, (c) evaluated and placed students, (d) provided procedural safeguards, and (e) afforded, from a district perspective, children with Section 504 plans an equal opportunity to participate in nonacademic and extra-curricular services and activities.
Breault-Cannon, Caroline, "Processes, Tools, and Procedures Section 504 Coordinators Use toCreate and Provide Uniformity of Section 504 Requirements Across Their Districts" (2014). Dissertations. 369.